Parental assessment of peer play: Development and validation of the parent version of the Penn Interactive Peer Play Scale

Abstract. We describe the development and validation of an instrument for measuring the affective component of primary school teachers’ attitudes towards self-regulated learning. The questionnaire assesses the affective component towards those cognitive and metacognitive strategies that are especially effective in primary school. In a first study (n = 230), the factor structure was verified via an exploratory factor analysis. A confirmatory factor analysis with data from a second study (n = 400) indicated that the theoretical factor structure is appropriate. A comparison with four alternative models identified the theoretically derived factor structure as the most appropriate. Concurrent validity was demonstrated by correlations with a scale that measures the degree to which teachers create learning environments that enable students to self-regulate their learning. Retrospective validity was demonstrated by correlations with a scale that measures teachers’ experiences with self-regulated learning. In a third study (n = 47), the scale’s concurrent validity was tested with scales measuring teachers’ evaluation of the desirability of different aspects of self-regulated learning in class. Additionally, predictive validity was demonstrated via a binary logistic regression, with teachers attitudes as predictor on their registration for a workshop on self-regulated learning and their willingness to implement a seven-week training program on self-regulated learning.

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Development and Validation of a German Language Unit-Level Organizational Citizenship Behavior (OCB) Scale

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000558 ◽

2020 ◽

Vol 36 (5) ◽

pp. 852-863 ◽

Cited By ~ 1

Author(s):

George Gunnesch-Luca ◽

Klaus Moser

Keyword(s):

Factor Analysis ◽

Organizational Citizenship ◽

Organizational Citizenship Behavior ◽

Helping Behavior ◽

Citizenship Behavior ◽

German Language ◽

Individual Level ◽

Unit Level ◽

Confirmatory Factor ◽

Development And Validation

Abstract. The current paper presents the development and validation of a unit-level Organizational Citizenship Behavior (OCB) scale based on the Referent-Shift Consensus Model (RSCM). In Study 1, with 124 individuals measured twice, both an Exploratory Factor Analysis (EFA) and a Confirmatory Factor Analysis (CFA) established and confirmed a five-factor solution (helping behavior, sportsmanship, loyalty, civic virtue, and conscientiousness). Test–retest reliabilities at a 2-month interval were high (between .59 and .79 for the subscales, .83 for the total scale). In Study 2, unit-level OCB was analyzed in a sample of 129 work teams. Both Interrater Reliability (IRR) measures and Interrater Agreement (IRA) values provided support for RSCM requirements. Finally, unit-level OCB was associated with group task interdependence and was more predictable (by job satisfaction and integrity of the supervisor) than individual-level OCB in previous research.

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Measurement Invariance of the Parent Version of the Strengths and Difficulties Questionnaire (SDQ) Across Community and Clinical Populations

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000339 ◽

2018 ◽

Vol 34 (4) ◽

pp. 238-246 ◽

Cited By ~ 4

Author(s):

Iris A. M. Smits ◽

Meinou H. C. Theunissen ◽

Sijmen A. Reijneveld ◽

Maaike H. Nauta ◽

Marieke E. Timmerman

Keyword(s):

Measurement Invariance ◽

Clinical Sample ◽

Community Sample ◽

Strengths And Difficulties Questionnaire ◽

Emotional And Behavioral Problems ◽

Clinical Settings ◽

Favorable Result ◽

Strengths And Difficulties ◽

Parent Version ◽

Clinical Populations

Abstract. The Strengths and Difficulties Questionnaire (SDQ) is a popular screening instrument for the detection of social-emotional and behavioral problems in children in community and clinical settings. To sensibly compare SDQ scores across these settings, the SDQ should measure psychosocial difficulties and strengths in the same way across community and clinical populations, that is, the SDQ should be measurement invariant across both populations. We examined whether measurement invariance of the parent version of the SDQ holds using data from a community sample (N = 707) and a clinical sample (N = 931). The results of our analysis suggest that measurement invariance of the SDQ parent version across community and clinical populations is tenable, implying that one can compare the SDQ scores of children across these populations. This is a favorable result since it is common clinical practice to interpret the scores of a clinical individual relative to norm scores that are based on community samples. The findings of this study support the continued use of the parent version of the SDQ in community and clinical settings.

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